Creating Effective Teaching and Learning Environments

Creating Effective Teaching and Learning Environments

First Results fromTALIS

T e a c h i n g A n d L e a r n i n g I n t e r n at i o n a l S u r vey

Creating Effective Teaching and Learning Environments

First Results from TALIS

Teaching And Learning International Survey

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT

The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies.

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? OECD 2009

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Foreword

The challenges facing education systems and teachers continue to intensify. In modern knowledge-based economies, where the demand for high-level skills will continue to grow substantially, the task in many countries is to transform traditional models of schooling, which have been effective at distinguishing those who are more academically talented from those who are less so, into customised learning systems that identify and develop the talents of all students. This will require the creation of "knowledge-rich", evidence-based education systems, in which school leaders and teachers act as a professional community with the authority to act, the necessary information to do so wisely, and the access to effective support systems to assist them in implementing change.

The OECD's Teaching and Learning International Survey (TALIS) provides insights into how education systems are responding by providing the first internationally comparative perspective on the conditions of teaching and learning. TALIS draws on the OECD's 2005 review of teacher policy, which identified important gaps in international data, and aims to help countries review and develop policies to make the teaching profession more attractive and more effective. TALIS is conceptualised as a programme of surveys, with successive rounds designed to address policy-relevant issues chosen by countries.

With a focus in this initial round on lower secondary education in both the public and private sectors, TALIS examines important aspects of teachers' professional development; teacher beliefs, attitudes and practices; teacher appraisal and feedback; and school leadership in the 23 participating countries.

The results from TALIS suggest that, in many countries, education is still far from being a knowledge industry in the sense that its own practices are not yet being transformed by knowledge about the efficacy of those practices. The 23 countries that have taken part in TALIS illustrate the growing interest in the lessons that might be learned from teacher policies and practices employed elsewhere. TALIS provides a first, groundbreaking instrument to allow countries to see their own teaching profession in the light of what other countries show can be achieved. Naturally, policy solutions should not simply be copies of other educational systems or experiences, but comparative analysis can provide an understanding of the policy drivers that contribute to successful teacher policies and help to situate and configure these policy drivers in the respective national contexts.

TALIS is a collaborative effort by member countries of the OECD and partner countries within the TALIS organisational framework. In addition, collaboration and support from the European Commission has helped TALIS address important information needs of the Commission in its monitoring of progress towards the Lisbon 2010 goals.

The report was produced by the Indicators and Analysis Division of the OECD Directorate for Education. Theproject has been led by Michael Davidson, who with Ben Jensen, co-ordinated the drafting and analysis forthe report. The principal authors of the analytical chapters were: Michael Davidson (Chapter 3), BenJensen (Chapters2, 5 and 7), Eckhard Klieme and Svenja Vieluf (Chapter4), and David Baker (Chapter 6). Additional advice as well as analytical and editorial support was provided by Etienne Albiser, Tracey Burns, Ralph Carstens, Eric Charbonnier, Pedro Lenin Garc?a de Le?n, Corinne Heckmann, Donald Hirsch, Miyako Ikeda, Maciej Jakubowski, David Kaplan, Juan Leon, Plamen Mirazchiyski, Soojin Park, Leslie Rutkowski, Andreas Schleicher, Diana Toledo Figueroa, Fonsvande Vijver, Elisabeth Villoutreix and Jean Yip. Administrative support was provided by Isabelle Moulherat.

Creating Effective Teaching and Learning Environments: First Results from TALIS ? ISBN 978-92-64-05605-3 ? OECD 2009

Foreword The TALIS questionnaires were developed by an Instrument Development Expert Group (IDEG), led by the OECD Secretariat and comprising David Baker, Aletta Grisay, Eckhard Klieme and Jaap Scheerens. The administration of the survey and the preparation of the data underlying the report were managed by the Data Processing and Research Centre of the International Association for the Evaluation of Educational Achievement (IEA), the appointed international contractor, together with its consortium members Statistics Canada and the IEA Secretariat. Dirk Hastedt and Steffen Knoll acted as co-directors of the consortium. The development of the report was steered by the TALIS Board of Participating Countries, which is chaired by Anne-Berit Kavli (Norway). Annex A3 of the report lists the members of the various TALIS bodies as well as the individual experts and consultants who have contributed to this report and to TALIS in general.

Barbara Ischinger Director for Education, OECD

? OECD 2009 Creating Effective Teaching and Learning Environments: First Results from TALIS ? ISBN 978-92-64-05605-3

Table of Contents

Foreword.............................................................................................................................................................................................................................. 3

Reader's Guide.............................................................................................................................................................................................................. 15

Chapter 1 Introduction.................................................................................................................................................................................. 17 Overview of TALIS............................................................................................................................................................................................................. 18 Origins and aims of TALIS............................................................................................................................................................................................ 19 Design of the TALIS survey........................................................................................................................................................................................... 19 Population surveyed and sampling options...................................................................................................................................................... 20 Choosing the policy focus of the first round of TALIS................................................................................................................................ 20 Developing TALIS............................................................................................................................................................................................................... 21 Interpretation of the results.......................................................................................................................................................................................... 22 Organisation of the report............................................................................................................................................................................................ 22

Chapter 2 A Profile of the Teacher Population and the Schools in which they Work................ 25 Introduction............................................................................................................................................................................................................................ 26 A profile of lower secondary education teachers......................................................................................................................................... 26

Demographic profile of teachers................................................................................................................................................................. 26 Teachers' educational attainment............................................................................................................................................................... 28 Teachers' job experience and contractual status.............................................................................................................................. 29 A profile of the schools in which teachers work........................................................................................................................................... 31 School sector............................................................................................................................................................................................................ 31 School size................................................................................................................................................................................................................. 31 School resources.................................................................................................................................................................................................... 32 School admission policies............................................................................................................................................................................... 34 School autonomy................................................................................................................................................................................................... 36 School climate......................................................................................................................................................................................................... 39

Chapter 3 The Professional Development of Teachers..................................................................................................... 47 Highlights................................................................................................................................................................................................................................ 48 Introduction............................................................................................................................................................................................................................ 49

Chapter outline........................................................................................................................................................................................................ 51 Level and intensity of participation in professional development..................................................................................................... 52

Participation rates.................................................................................................................................................................................................. 52 Intensity of participation................................................................................................................................................................................... 53 Are there trade-offs between participation and intensity?.......................................................................................................... 53 How much variation is there in the intensity of participation?............................................................................................... 54 How does participation vary by teacher and school characteristics?................................................................................. 55 Types of professional development........................................................................................................................................................................ 57 Unsatisfied demand and development needs................................................................................................................................................. 59 What are the areas of greatest development need?........................................................................................................................ 60 Overall index of professional development need............................................................................................................................ 62

Creating Effective Teaching and Learning Environments: First Results from TALIS ? ISBN 978-92-64-05605-3 ? OECD 2009

Table of contents

Support received by teachers for professional development................................................................................................................ 64 Compulsory professional development.................................................................................................................................................. 64 Financial support................................................................................................................................................................................................... 65 Salary supplements............................................................................................................................................................................................... 66 Scheduled time........................................................................................................................................................................................................ 66 What is the relation between support received and levels of participation?................................................................. 66 Induction and mentoring.................................................................................................................................................................................. 70

Barriers that prevent meeting demand................................................................................................................................................................. 72 No suitable development................................................................................................................................................................................. 72 Conflict with work schedule.......................................................................................................................................................................... 73 Too expensive........................................................................................................................................................................................................... 73 Other barriers........................................................................................................................................................................................................... 73

Impact of professional development..................................................................................................................................................................... 74 How does perceived impact relate to participation?..................................................................................................................... 75

Conclusions and implications for policy and practice.............................................................................................................................. 76 How much does the amount and profile of teachers' professional development vary within and among countries?........................................................................................................................................................................ 76 How well are teachers' professional development needs being met?............................................................................... 77 How best should unsatisfied demand for professional development be addressed?............................................... 78 Further analysis of teachers' professional development.............................................................................................................. 79

Additional material........................................................................................................................................................................................................... 79

Chapter 4 Teaching Practices, Teachers' Beliefs and Attitudes................................................................................ 87 Highlights................................................................................................................................................................................................................................ 88 Introduction............................................................................................................................................................................................................................ 89 Theoretical background and analytical framework..................................................................................................................................... 89

Chapter outline........................................................................................................................................................................................................ 92 Beliefs about the nature of teaching and learning....................................................................................................................................... 92

Country differences in profiles of beliefs about instruction...................................................................................................... 94 Correlations between direct transmission and constructivist beliefs.................................................................................. 95 Variance distribution across levels............................................................................................................................................................. 96 Classroom teaching practice....................................................................................................................................................................................... 97 Country differences in profiles of classroom teaching practices........................................................................................... 97 Domain specificity of profiles of instructional practices............................................................................................................. 99 Variance distribution across levels.......................................................................................................................................................... 100 Teacher's professional activities: co-operation among staff................................................................................................................ 101 Country differences in profiles of co-operation among staff................................................................................................. 101 Variance distribution across levels.......................................................................................................................................................... 103 Classroom environment.............................................................................................................................................................................................. 103 Country differences in classroom environment.............................................................................................................................. 104 Variance distribution across levels.......................................................................................................................................................... 107 School-level environment: school climate..................................................................................................................................................... 108 Country differences in teacher-student relations........................................................................................................................... 108 Variance distribution across levels.......................................................................................................................................................... 110 Job-related attitudes: self-efficacy and job satisfaction.......................................................................................................................... 111 Country differences in self-efficacy and job satisfaction.......................................................................................................... 111 Variance distribution across levels.......................................................................................................................................................... 111

? OECD 2009 Creating Effective Teaching and Learning Environments: First Results from TALIS ? ISBN 978-92-64-05605-3

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